3 minute read
Lesson Plan 1:
Understanding how change can happen
Introduction:
We are going to consider a situation/story through a series of pictures. It centres around a project started in 1999. The lesson is about developing your own thoughts and ideas.
Lesson outcomes:
Increased understanding of awareness of development issues in China and • other countries
Develop critical thinking skills through asking questions, discussions and • enquiry based learning.
Resources:
Large paper for each group– e.g. sugar paper/ • flipchart paper
Highlighter pens – e.g. red and green •
Photos A and B printed separately – sufficient in • number for each group of three pupils
Photo C – show using projector •
•
Assessment outcomes grid and PLTS framework
Activity 1:
Starter activity (15 minutes) – small group work
Give each group a large piece of paper •
Give each group a copy of • Photo A (the picture of the old building)
Ask pupils what they think about the photo e.g. where is it and what is it?
Ask the groups to come up with three ideas about the picture and write these on their flipchart
The teacher can use the following suggested question as prompts.
Old building (Photo A)
Suggested question prompts:
•
Where in the world is it?
What is used for?
•
•
Do you know anywhere like this locally?
What is it made of?
•
What time of year is it and what do you think the weather is like? •
When do you think this photo was taken? •
Activity 2
(5 minutes) – small group work
Give each group • Photo B (picture of the small child)
Ask pupils to think about some questions, e.g.
+ What is the child looking at?
+ What is he/she doing?
+ Why is he/she there?
+ What is he/she wearing and why is he/she wearing it?
+ Is the child a girl or boy? How do you know?
+ What is he/she feeling?
+ Does the first pic ture have anything to do with this child?
Get each group to write down three thoughts about the picture on the flip chart paper.
Activity 3
(5 minutes) pair and share
Ask the pupils to take their flipchart sheet to the next group and to come up with some common themes/ ideas and highlight one area where ideas/thoughts do not agree - pair and share
Activity 4
(43 seconds) Show Clip 1.1
•
Discuss what rote learning means
Demonstrate rote learning by getting the class to say out loud in unison an
• age-related chant, e g a nursery rhyme, times table, school song or national anthem
Activity 5
(6 minutes) – whole class
Show • Photo C to whole class and see whether pupils can identify where Photo B came from Suggest some questions for discussion, e.g.
+ How long ago could this photo have been taken?
+ Does it give any clues about Photo A?
+ Are there equal numbers of girls and boys? (6 out of 23)
+ Why might there be a difference?
Explanation:
As a result of funding by UKaid (DFID) the school in Photo A has now been transformed over a period of 6 years into a modern learning environment for all children.
Show Photo D – new school building – and compare with Photo A
Show Photos E and F – new classroom practices - and compare with Photo C.
Discuss any similarities and differences – e.g. how many children are wearing a red scarf? What is the significance of the red scarf/neckerchief?1 (The red scarf is the symbol of Young Pioneers, introduced from the former Soviet Union — see footnote overleaf).
Activity 6
Plenary (10 minutes)
Review the three thoughts on the earlier flipcharts.
Ask the pupils to reflect on how close their ideas were with reality. What did they base their earlier ideas on – for example information from newspapers, television, films or personal experiences? Get pupils to write down their reflections on how their learning from today’s lesson helped them to challenge some of their earlier ideas. If time, ask the pupils to share their ideas with a partner. (This could be in the form of diary, posters, letter, etc).
Impact of the lesson can be evaluated using the pupils’ reflections.
Note: Some of the pupils are wearing a red scarf. The red scarf is the symbol of Young Pioneers introduced from the former Soviet Union. After the 1990s the role of Young Pioneers in China changed and normally every student will be a Young Pioneer when they go to primary school. However, before the 1990s, every year, only a certain percentage of ‘good students’ could join the organisation.
See: http://en.wikipedia.org/wiki/Young_Pioneer_organization_of_the_Soviet_Union
